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Back to Panel Details
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Education Policy Design and Governance

Governance
Policy Analysis
Public Policy
Education
Policy Change
P100
Jim Farney
University of Regina
Linda White
University of Toronto
Jim Farney
University of Regina

Saturday 14:00 - 15:40 (09/09/2017)

Building: BL27 Georg Sverdrups hus Floor: 2 Room: GS 2531

Abstract

This panel is the first of two that examines education governance over time and comparatively (Europe/North America), how variation in governance enhances (or limits) integration, and the interaction between integration and other educational policy outcomes such as equality of access. Papers reflect on aspects of education governance such as population segregation, school choice, vocational/academic tracking, other services such as language training, age of compulsory schooling, early learning programs, and patterns of community involvement in school administration that affect student integration and ultimately student educational outcomes. The theoretical approach animating these panels is broadly historical institutionalist and comparative with a particular focus on policy feedback effects, where the impact of policy developed in time 1 affects the political landscape in time 2. Scholars (e.g. Mettler and SoRelle, 2014) have identified two types of feedback effects: resource effects and interpretive effects. Resource effects occur by shifting the availability of economic, social, and political resources to individuals and groups affected by policy and by shifting the incentives facing other political and social actors. The design of public policies also has interpretive effects: researchers have posited that public policies affect how one views oneself in relation to others and in relation to the state. The purpose of these series of Panels is to investigate comprehensively both types of policy feedback effects in education and, more specifically, to explore how forms of governance and group power affects integration via the educational system, particularly as it relates to integration and other educational outcomes.
Title Details
Political Parties and School Choice: Ideational Foundations of Policy Reforms in England and Germany View Paper Details
The Displaced State? Welfare States, Market Actors, and 21st Century Education Governance Challenges View Paper Details
Path Dependency, Policy Windows, and Independent Schools: The Evolution of State Support and Regulation in Canadian Provinces View Paper Details
How do Policies Make Politics? School Vouchers, Charter Schools, and Anti-Unionism View Paper Details
Feedback Effects in Comprehensive vs. Selective Schooling and the Strategies of Political Parties in England and Austria View Paper Details
Policy Outcomes in the Accommodation of Muslim Minorities: Public Education in Scotland and Quebec View Paper Details